Covin Yvonne N, Wick Neda, Longo Palma J
Department of Internal Medicine, UT Health San Antonio, San Antonio, TX USA.
Department of Pathology, UT Southwestern Medical Center, Dallas, TX USA.
Med Sci Educ. 2019 Nov 12;30(1):61-64. doi: 10.1007/s40670-019-00857-4. eCollection 2020 Mar.
Medical student educators have limited tools for standardized clinical reasoning assessment. The clinical reasoning task (CRT) checklist has been shown to identify specific tasks in the diagnostic process among residents and faculty. Authors assessed a novel student think aloud protocol strategy, the CRT, compared with the validated clinical data interpretation (CDI) test in six third-year medical students. The CRT was scored by two independent reviewers (kappa = 0.88). CRT and CDI scores were strongly positively correlated ( = 0.768, = 0.074, df = 4). CRT provides both a global assessment of clinical reasoning and specific clinical reasoning deficits.
医学生教育工作者用于标准化临床推理评估的工具有限。临床推理任务（CRT）清单已被证明可识别住院医师和教员在诊断过程中的特定任务。作者评估了一种新颖的学生出声思考协议策略——CRT，并将其与经过验证的临床数据解读（CDI）测试在六名三年级医学生中进行了比较。CRT由两名独立评审员评分（kappa = 0.88）。CRT和CDI分数呈强正相关（r = 0.768，P = 0.074，自由度 = 4）。CRT既能对临床推理进行整体评估，也能发现特定的临床推理缺陷。
